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ECS 300 Lab

Gerry Cozine
April 6, 2016
Heather Hinks
Lesson Plan
Subject: ELA
Lesson Length: 45-minute block
Topic: Inference
Outcome: CR6.2 Select and use appropriate strategies to construct
meaning before (e.g., considering what they know and need to know
about topic), during (e.g., making connections to prior knowledge and
experiences), and after (e.g., drawing conclusions) viewing, listening,
and reading.
Objective: Students will be able to read a paragraph and then answer
inference questions about it.
Indicators: make, confirm, and adjust inferences and draw
conclusions (e.g., use stated or implied ideas to support interpretation
of text; make judgements and draw conclusions about ideas in texts)
Assessment: Worksheet
Lesson Preparation: Handouts for students, Timer
Set: Ask students if they can guess what my favourite colour is. DO
NOT SHOUT OUT YOUR ANSWER. I will give you a hint *turn around and
point at hair*. Okay, what do you think my favourite colour is? Yes, it is
blue. (1 minute)
Lesson Presentation:
1. Explain to students that they just used inference to figure out
what my favourite colour is. Inference is a conclusion reached on
the basis of evidence. So it was not just a random guess that my
favourite colour is blue, you had evidence to back up why you
thought that. (3 minutes)
2. Explain that we will do some inference practice sheets together
as a class. I will read a paragraph and then ask a question about

ECS 300 Lab

Gerry Cozine
April 6, 2016
Heather Hinks
it. I will then randomly call on a student to answer the question.
Your answer must come from something I read, you cannot make
it up. Like if you guessed my favourite colour was purple you
have nothing to back up this statement. This may sound a little
confusing at first but once we get started itll be a lot easier. (2
3. Read worksheet and randomly call on students for the answer. If
they are struggling re-read the section of the paragraph that has
the answer. (10 minutes)
4. Hand out individual worksheet. Tell students they must work
independently for the first 10 minutes. Before you start, lets
check for understanding. On the count of three give me a thumbs
up if you understand everything you have to do, a thumb to the
side if you kinda know what you have to do, and a thumbs down
if you are very confused. Do not be afraid to give a thumbs
down. I will help you if you need it. Okay, 1,2,3 (2 minutes)
5. Tell students they know have 10 minutes to get as much of the
worksheet done as they can. Work with students that had a
thumbs down during this time (10 minutes)
6. Now that the 10 minutes is up you now have 10 minutes to go
over your answers with your seat partner. If you do not have a
seat partner you can either work in a group of three or work with
someone else that does not have a partner. Make sure you have
come up with similar answers. If someone is not done a question
work together to finish it. (10 minutes)
Closure: Call attention back to the front. I will now randomly call on
students to answer the questions. Once they are done answering, I will
re-read the sentence that gives the answer to the question. Once this
is done, hand the class back over to the co-op teacher. (7 minutes)

Classroom Management:
1. Make sure class is quiet before starting.

ECS 300 Lab

Gerry Cozine
April 6, 2016
Heather Hinks
2. Call on students that have their hand raised.
3. Tell students how long they will get to work on the worksheet
4. Tell students to work quietly on the worksheet. Remind students
that become noisy or off task by coming up beside them and
asking how the worksheet is going. DO NOT single out a student
that is being noisy.
5. Get students to work on their journals if they finish before the 10
minutes is up.
6. Walk around and make sure students are on task during the peer

Professional Development
Giving Clear Directions:
Detailed explanations to have minimal questions

Check for understanding